Effects of Music on Teenagers

Azam Mirabdullaev Professor Christdas ESL 094-622 March 4, 2013 Effects of Music on Teenagers I strongly agree that many of today’s popular songs refer to sex, drugs, and violence. I think these songs are very harmful for teenagers, and have to be taken off the market. These songs are causing a lot of problems in our society such as increasing rate of early pregnancy, drug abuse, and violence among teenagers. Furthermore, these songs project to teenagers that it is acceptable and glorified to behave in this manner.First, the songs that refer to sex are causing many teenagers to have early sex, which often leads to early pregnancies. Most of the time early pregnancies often end up with abortions. In the United States of America the rate of pregnancies among teenagers have gone up about 20 percent in the last five years. Recently I was reading an article in the New York Times about research which was done among high school teenagers. The research has shown that 90 percent of pre gnant high school girls will end up with abortions.Moreover, the research has shown that teenagers whose iPods are full of music with raunchy, sexual lyrics start having sex sooner than those who prefer other songs. Whether it is hip-hop, rap, pop or rock, much of popular music aimed at teenagers contains sexual overtones. Its influence on their behavior appears to depend on how the sex is portrayed, the researchers found. Songs depicting men as â€Å"sex-driven studs,† women as sex objects and with explicit references to sex acts are more likely to trigger early sexual behavior than those where sexual references are more veiled and relationships appear more committed.Teenagers who said they listened to lots of music with degrading sexual messages were almost twice as likely to start having intercourse or other sexual activities within the following two years as were teenagers who listened to little or no sexually degrading music. Therefore, these songs are polluting our soci ety causing early sex and a lot of abortions among teenagers. Secondly, songs, which refer to violence, are increasing the rate of violence among teenagers. Today’s most popular songs teach teenagers to be violent, to be tough.These songs are one of the main reasons teenagers are joining gangs and committing crime in early years. In fact, every day we can see from the news a teenager takes a gun and shoots someone. According to a new study published by the American Psychological Association, â€Å"The violent-song increases in aggressive thoughts and feelings have implications for real world violence. Furthermore, repeated exposure to violent lyrics may contribute to the development of an aggressive personality. I think these songs pull teenagers away from school and home into a life of violence.Therefore, the songs which refer to violence must be taken off the market. † Third, songs that refer to drugs are increasing the level of drug abuse among teenagers. The songs, which refer to drugs, teach teenagers that it is fine and very normal to use drugs. In addition, these songs infer that using drugs makes you cool. According to the study from the University of Pittsburgh School of Medicine, one in three popular songs refers to drug or alcohol use if a person listens music about an hour he or she will receive 35 references to substance abuse.Furthermore, study has shown that teenagers are listening music to about 2. 5 hours a day. Consequently, teenagers are hearing about 90 references to substance abuse a day. No wonder that most of the teenagers abusing drugs. In conclusion, I want to say that songs, which refer to sex, drugs, and violence, are very harmful for teenagers and have to be taken off the market. These songs are polluting our society and teenagers. Furthermore, these songs are taking away the shock value from the teenagers, and damaging their identities and characters. Finally, government agencies must take appropriate actions against such songs.

Learning Plan Essay

The learning plan described in this paper is to have students debate a topic related to the Civil War. The debate topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons?† The main concept of this learning plan is to have students work collaboratively to research facts, and recall and use facts from the Civil War unit to incorporate into their arguments. (It should be noted that the learning plan described in this paper will take several classes to complete, however the learning plan procedures will only address the class where the debate will occur.) It is assumed that debate skills were taught in a previous class. The learning theory certainly incorporates constructivist aspects. They are constructing knowledge rather than absorbing it. This is constructivist approach is illustrated through the collaborative nature of the assignment, as well as through the research that students’ must produce. In terms of the use of technology and media; the students will be instructed to research one source of information, from the internet, related to their argument. They must submit a one-page analysis of the information in which they found along with a references page. This must be submitted to the teacher a week before the scheduled debate. The teacher will assess the content of the paper, but the references page will also be important. Teacher must evaluate the kinds of internet sources that the students have used. The credibility of the internet source, and the strength of student’s research will be analyzed by the teacher. The purpose is to assess student’s traditional literacy and critical analytical skills (assessed when evaluating the content), and information literacy/interpretation skills of online material (assessed by reviewing the reference page). Finally, the teacher will hand back papers to the students, and he/she will instruct each group to use at least two of their group members’ papers into their group’s arguments. Media and technology will also be incorporated with the use of social media. The teacher will tell students that their debates will be recorded and submitted to youtube or a private school website (if issues of privacy are raised). Others will be allowed to view th e video to evaluate the strength of each team’s arguments. Based on the comments of public viewers, a winner will be chosen (by popular vote). This popular vote will be incorporated as a small percentage into the assessment. This is being done as to allow students to  participate in new media opportunities within an educational context. Learning Plan Context Setting The high needs school will be a High School in the Bay Area, either in San Francisco or Oakland. There will be 25-30 students in an individual classroom.  The lesson will take place the week after the Civil War unit is finished. It is anticipated that the unit will last about two weeks, therefore the debate class will occur during the third week. The actual debate class will take up one class period. The content area is US History/Politics. The grade level is Juniors (11th grade). In sum, the curriculum unit is 11th grade, US History/Politics, Civil War unit. Standards According to California standards for literacy in History/Social Studies in 6-12th grades. A student must be able to demonstrate analysis of primary and secondary sources, and connect these insights to the understanding of the whole text. This ability will be addressed and assessed when students must incorporate information learned from the textbook with information gained from the internet, and use both sources of information, into their debate. The student’s ability to undertake this task will be evaluated by the teacher with the submission of student’s sources, and also during the debate. (http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.) Also according to California standards, students must be able to evaluate various explanations for events and actions. This standard is illustrated in the nature of the activity. A debate, in itself, evaluates different explanations for one event, which makes it an ideal means of addressing this standard (http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.)  Finally, according to California standards, students must be able to evaluate differing points of view on the same historical issue. Once again, this standard is illustrated within the nature of a debate. It is also illustrated when students submit their own analysis of internet research (http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.) Learning Objective Students will be able to collaboratively demonstrate their knowledge of Civil War policy, events and information, from the textbook and from online sources, by formulating arguments to be presented within a debate. Learning Theory Applications Constructivism is certainly at play in this lesson plan: The activity allows knowledge to be organized into schemas, concepts, and worldviews. This activity is emphasizing the use of authentic activities by constructing knowledge through interaction with the environments (internet and peers), and applying it to real-life situations (debate). The collaborative component certainly illustrates constuctivism; learners will help each other create conceptual connections. Finally, students are working autonomously with the help of the teacher as facilitator, supporter, and model (Ormrod, 2006). Learning Accommodations: Individualized Education Plan for Special Accomodations: In each team, all students will be assigned a role. For example, â€Å"speaker†, â€Å"writer†, â€Å"time-keeper†. A student’s IEP will be taken into consideration when assigning roles. A student with an IEP, will be assigned a role that best fits their IEP. For example, a student with ADD, may be best suited to be a time-keeper since their attention span is not as focused. They may be anxious to change the pace of the group’s discussions, and therefore they may be eager to keep track of the time. Language Development needs: When assigning the internet-based research; the teacher will give ELL students a website to navigate to, instead of having the students navigate the internet themselves. Teacher will give explicit instructions as to where to look on the website so students do not feel too overwhelmed with the English language. Teacher will ask the students to try to comprehend some of the information, however if this proves too difficult, then the teacher will ask the students to find 15-20 words from the website that the student did not understand. The student will then find the meanings of these words in their own language. They must write at least a paragraph about the Civil War unit incorporating five of the words that they found on the internet. Also,  at least two of these words must be incorporated into the arguments of their team. Gifted and Talented needs: This is a challenging component to consider because a gifted/talented student does not necessarily mean an academic-rigorous student. To really tailor the lesson to address the interests of a gifted/talented student, then the teacher will have to be familiar with the personality of that particular student. However, some situations will be addressed here. First of all, from the research, the lesson itself befits that of a gifted/talented student. Competition, which characterizes a debate, usually suits the nature of gifted/talented students. (http://www.teachersfirst.com/gifted_strategies.cfm) The first situation to consider is a student who is gifted/talented, but not academically rigorous. This student will be given a leadership role within his/her team. He/she may be assigned to organize/manage all the ideas of the students. He/she is the one who will be given the rubric for what the teacher is assessing when observing the team’s discussions and arguments. He/she is the manager, and he/she will be assessed on their ability to keep his/her team on task. In this way, this student isn’t necessarily doing more â€Å"academic† work, but he/she is being challenged in a rather difficult manner. A second situation to consider is to have a gifted/talented student who is academically rigorous. The teacher will give this student a second component to add to his/her research paper. The student must connect textbook material and internet material to the US politics of today. This is increasing the cognitive process from analyze (which all students must do with their research papers) to evaluate (Anderson and Krathwol, 2001). The student can choose to incorporate this extra component into their team’s arguments. Resource Accommodations: Low tech: There are no computers, projector, or internet access in the classroom. If this is the case, teacher may have to allocate time in different lessons to use school facilities where computers are available. Computers must be used so that the teacher can show students the kinds of websites that are credible, as well as to use sites, like youtube, to show students examples of debates. Computer use is necessary so teacher may have to take time before or after school to meet with students (who are willing) to show them the above-mentioned websites. Mid tech: One computer connected  to a projector is available in the classroom. The teacher can use this computer to show examples of credible websites, as well as to show examples of debates online. High tech: Class is equipped with several computers. Teams can go online themselves to view videos of debates and start research for their paper. In this way, the collaborative nature of the lesson will start even earlier (in the pre-plan ning stage). Content-Based Literacy Skills In terms of text-based literacy; students must incorporate information from their textbook into their arguments Critical thinking, reflective thought, and text-supported thinking will be illustrated when students must draw connections between internet-based information and textbook information while doing their analysis/research paper. This connection will be evaluated when student’s cute their sources within their paper. (This explanation will also illustrate students’ information literacy.) New Media Literacy Skills Performance: This skill is illustrated when students view sample debates on the internet and use this as models of performance in their own debates. Collective Intelligence: This skill is done when students are within their respective teams and they must draw upon their own and others ideas, research, and knowledge to formulate strong arguments. Judgement: This skill is illustrated when students must judge which websites and information are to be included in their research/analysis paper. Networking: Once again, this skill is illustrated when students must search, connect, and analyze information on the internet for the purpose of their research/analysis paper (Jenkins, 2001). Learning Material: Textbook: Learners will need textbook so that they can recall information. Paper, pen: Leaners will need so that they can write down information. Rubric: Both the learner and teacher needs. Learners need it so that they are aware of what’s expected of them while working in teams and formulating their arguments. Teacher needs it so that he/she can refer to it when assessing the team’s progress. Notes: Learners will need them as a reference when formulating arguments. Stopwatch/watch: This will be given to the student whose job is timekeeper. Video Camera: Used to record the debate Learning Plan Procedures Phase I: Motivation Activity Teacher will show a short clip of a very powerful, interesting debate. Possibly a presidential debate. The clip will only show the most poignant part (according to the teacher) of the debate. Hopefully the clip will be no longer than 5 minutes long. (if there’s no computer available, then teacher must bring in her/his own computer.) In a class of 30 chair/table. There will be 15 chairs/ tables on each side of the room. They will be facing eachother. Learners will enter the classroom and sit down immediately with their team. The teacher will then show the video as soon as the class is seated and quiet. This activity is being done to motivate, encourage, and remind students of what a good debate looks like so that the output of the students’ debates can match skills such as speaking (clear and concise) and eye-contact of the debaters within the video. Phase II: Input (Teacher Driven) Activity: During this class, the teacher will, serve only as facilitator, therefore not much activity will be driven by the teacher. However, after the video, the teacher will remind students of the rubric that was given to them, and tell students that she/he is only their to assist in the logistics of the debate (time, flow, managing emotions if this becomes a problem). The teacher will also instruct students to take notes on each other’s arguments because this assignment will be important for their homework assignment. She/he will also remind student that they will be recorded. Teacher will tell all students to take out their rubrics. She/He will go over some key point from the rubric as it relates to the debate. The teacher will tell students to make sure that they keep these key points in mind because these points will be assessed during the debate. The teacher will instruct students to have their rubrics out for the entire class so they can monitor their team’s progress by themselves. Teacher will formally go over key questions from the rubric that he/she hopes the teams have incorporated into the nature of the debate (clear speech, eye contact,  concise points, respectful behavior) as well as into the content of the debate. In term of the nature of the debate, questions might look like â€Å"Is my team being quiet/respectful as the other team presents their arguments?†, â€Å"Are my responses to the other’s teams arguments not insulting?† etc. In terms of the content of the debate, questions may look like, â€Å"Did my team incorporate facts from the textbook?†, â€Å"Did my team use at least two credible internet sources within the argument?†, â€Å"Did my team follow special instructions assigned by the teacher (e.g. incorporating ideas from IEP students, ELL student, gifted students)?.† This activity and these questions serve to remind students of the importance of the collaborative nature of the learning objective. They also serve to remind students that they must be able to demonstrate their understanding of the Civil War unit, as well as their understanding of outside sources within the context of an argument. Phase III: Output (Learner Driven) Activity Students will take part in a debate. The topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons?† This activity will illustrate the learning objective in several ways. First, the collaborative nature of the previous classes will finally be demonstrated. Second, the students must illustrate their knowledge of Civil War policies within their arguments. Third, both sides’ arguments must include information from outside sources. The teacher will select one team to present their arguments first. Recording will begin The speaker of that team will stand up and come to the front of the class. They will present their team’s argument. In the argument they must mention the sources in which they got their information. For example, if they got a particular piece of data from the textbook, then they must state â€Å"As is presented in the textbook†¦Ã¢â‚¬ . If they got a particular piece of data from the internet then they must state, â€Å"As is presented on so-called website, or by so-called author†¦Ã¢â‚¬  They must also explicitly state how they used the â€Å"special instructions† from the teacher. For example, â€Å"(ELL’s student’s name) found that ‘compromise’ was not a possible solution of the Civil War.† In this example, it is assumed that compromise was on a list of words that an ELL student did not understand. He/she presented these list of words to  his/her team. The team reviewed the list, and chose to use the word compromise as part of their argument. The student will finish the presentation of his/her argument. The teacher will tell the next team to present its argument. The team will follow the same procedure as above. The teacher will then stop recording of the debate. This debate will naturally lead to questions, comments from both the teacher and the students. Phase IV: Culmination.  The teacher will ask the groups to clear up any misunderstandings or misinformation the teams may have had within their argument. This is to give other team members a chance to speak about the argument, which reinforces the collaborative effort of the lesson. The teacher will also ask students how their team’s or the other team’s information and debate skills differed and how these things were similar to the debate presented in the beginning of the class. As a smaller activity, the teacher will instruct all the students to come up with one question, comment, critique of the other team’s argument. This assignment will illustrate each student’s understanding of the Civil War Unit because it challenges students to relate, connect, or counter-argue their own knowledge of the unit. This question will be submitted to the teacher. Phase V: Exte nsion For homework, students will write a one-page analysis of the opposing teams arguments. The student will address the opposing side’s arguments. He/she will evaluate the argument’s weaknesses, strengths; and why he/she disagreed or agreed with the points that were made. Learning Plan Analysis Formative assessments will include analyzing the collaborative efforts of the team, the behavior of each team during the presentation of the opposing team’s arguments, how well each team member took on their role within their team, and how well the team incorporated textbook information, outside information, and ‘†special instructions† from the teacher into their argument. A summative assessment will include the teacher’s evaluation of the internet analysis/research paper, the one-page analysis of opposing team’s argument, teacher’s evaluations of the strength of the arguments, and finally the â€Å"popular vote† (the results of youtube or school-based website). Weaknesses of this lesson plan include time constraints, and the many assessments involved. It may be difficult to accurately assess how well each team members took on their roles. Some students may still be taking on more work than others. Also, incorporating ELL/IEP students proved to be a difficult task.. Strength of the lesson is it fosters team work, analytical skills, and gives students more power in the direction and implementation of a lesson. The teacher will implement these varied assessments in its first year, and then will evaluate the effectiveness of these assessments for future classes. The learning theories applied in the first phase was Vygotzky’s Cognitive Process. Students are witnessing two adults debating and they are expected to try to learn/imitate the behaviors of those adults. In the second phase, social cognitive theory is at play. The teacher both models desired behaviors/outcomes, as well as emphasizes self-efficacy and self-regulation. In the third phase, constructivism is illustrated. The debate is student-driven because the students are demonstrating their constructed knowledge within the debate. The assessments have a behaviorist component. Negative reinforcement (decrease a behavior) is illustrated when the teacher warns students that if they are not respectful or a team member does not contribute meaningfully, then they may be marked down (Ormrod, 2008). References Anderson, L. W. , & Krathwol, D. R. (2001) . A Taxonomy for Learning, Teaching, and Assessing, 28-31. California Department of Education. (2013) California Common Core State Standards. http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., and Weigel, M. (2006). â€Å"Confronting the Challenges of Participatory Culture: Media Education for the 21st Century.† Chicago, IL: MacArthur Foundation. Ormrod, J. E. (2008). Educational Psychology Developing Learners, 8. 25-36. Teachers First. (2014) http://www.teachersfirst.com/gifted_strategies.cfm

Types of Leaders

Knowing your management type can help you change it if necessary, as certain circumstances may call for such a shift. Below we discuss five of the most common types of managers. While most entrepreneurs might relate to one type, the Ideal manager should be able to move from one to another as the situation warrants. Keep reading to learn which style is right for specific situations and when you should set some of your managerial habits aside and adopt a different one. The Dictator 1 OFF business. Rarely will they ask for input from their employees, and they may or ay not make final decisions with their employees in mind.They will usually â€Å"go it alone† when establishing new product lines, creating partnerships or considering new ventures without consulting others in the organization. Dictators largely rely on their own experiences and knowledge to set agendas they feel best answer their business' needs. When being a dictator works: If you are faced with an immediate crisis or other urgent business matter, you will often need to step up and make the decision that is in the best interest of the business without consulting your team first.Sometimes quick action is critical, and asking everyone to weigh in or come up with solutions could waste precious time you Just don't have. When being a dictator may not work: While this management style often leads to efficient business operations because only one person is involved in the decision making, it can also lead to costly oversights and mistakes that wouldn't have occurred had frontline employees been consulted. Managers and executives, no matter how smart or well-reasoned their decisions, are still susceptible to errors in Judgment. The CollaboratorCollaborative managers are conscious of their entire organization and acknowledge the utility of feedback from employees, investors, partners and vendors used to reach business objectives. Collaborators will regularly call meetings to brainstorm ideas. They comp el employees to offer feedback on business proposals and may even go as far as designating a â€Å"devil's advocate† to pinpoint problems with a plan. When being a collaborator works: Involving employees in the decision-making process is almost always a good idea because you benefit from insight gleaned from different perspectives.Collaboration also boosts employee morale, as employees feel valued because their ideas are requested and respected. This also provides employees with a real sense of commitment to projects they are actively involved in. It's also a great strategy when time is abundant, giving you plenty of time to hash out ideas. Just be sure you aren't using collaboration to stall when you are pressed to make an important decision. Indecisive or even weak because they spend so much time talking about ideas and not enough time executing them. Employees can become frustrated if all the concussion leads to nowhere.Also, beware of instances where an employee may not h ave enough knowledge about project details to provide relevant or useful advice. Bad advice can be costlier than no advice at all. The Micromanage Micromanages need to control everything and feel it's necessary to constantly be in the loop, even in seemingly trivial discussions. They check in with employees too frequently and expect constant updates on the status of projects. They operate with the expectation that each employee must complete every assignment exactly as the micromanage would.Employees have little freedom to be creative or to use their own intuition and knowledge to solve problems. When being a micromanage works: When you have Just hired a new employee, or you are trying to turn around the performance of a struggling employee, watching them closely is ideal. You want to ensure that they are on the right track and help them overcome any challenges before they exacerbate. Another time to micromanage is when you must follow specific rules or guidelines for regulatory, le gal or compliance issues.Remember to let employees know that your constant attention is to ensure compliance and does not reflect a lack of trust in them or their abilities. When being a micromanage may not work: As a result of working under constant dictation, employees may feel boxed in and controlled. This can have an extremely detrimental effect on morale, which increases turnover and breeds dissatisfaction. For those employees who have proved their competence and trustworthiness, ease up and give them the space to do their Jobs the way they see fit. The Delegated Delegate's take a hands-off approach and allow their employees to run the business.They divide and make assignments based on whom they think can best handle a given task, and they spend the bulk of their time generating new business and crafting long-term strategy instead of focusing on the minutiae of managing the business, they can focus on generating revenue. Employees may also feel affirmed by the confidence shown in their ability by trusting them with these operations, which increases their commitment to the business. When being a delegated works: If you have enough competent staff, it's almost always a win-win situation to delegate work to employees.Just be sure to secularly consult with employees about their workload and regularly confirm their comfort level before you unload new assignments on them. Also, be sure to step in from time to time to cover the grunt work and to show employees that you are still part of the team. Finally, make certain that employees fully understand how the work you do each day contributes to the bottom line. When being a delegated may not work: Problems occur if there aren't enough employees to cover all the work, and employees become resentful as they struggle while the boss is out entertaining clients with golf, sporting events and inches.It can also be extremely upsetting for hardworking employees to not get any credit for delegated work they completed; as s uch, be sure to always acknowledge all contributors when projects are successfully finished. And even though you may have a pool of employees to delegate to, they may not yet have the skills to handle that type of work. If possible, take time to train your potential delegate on the finer points of the Job to ensure it's done right. The Coach Coaching managers believe in a team-oriented atmosphere, where everyone contributes to the goals of the business.Because of that, coaches are committed to training employees and providing regular and frequent feedback. They praise employees when they deserve it and constructively correct them when they slip up. Much like the collaborator, they believe everyone should provide input and be involved in decisions that affect the team. Employees typically feel a great deal of loyalty to managers who invest so much time and effort in helping them succeed. When being a coach works: Effective coaching of all of your employees helps them grow and advance their careers. However, don't forget to acknowledge your est. employees.Rewarding employees who deserve it sets an example and motivates underperformed. It also drives friendly competition that can raise everyone's performance. When being a coach may not work: Because coaches want everyone to succeed, Top performers could resent that their outstanding efforts aren't setting them apart from the rest of the team, and they might either begin to perform at an average level or take their talents elsewhere, which can bring down productivity. Conversely, lower-performing employees might begin to see their subpart reference as adequate, which stifles productivity even further.If this is the case, make sure to temper your encouragement with pragmatism by specifying where an employee may need to improve. Conclusion Determining your management style is the first step to understanding its impact on your business. Knowing your management approach helps you recognize your organization's strength s as well as highlight its areas for improvement in whatever situation may arise.

Homework Essay Example | Topics and Well Written Essays - 500 words - 36

Homework - Essay Example In the ensuing years, beginning 2010, the economy started to pick up, as the firms that had closed down during the financial crisis resumed and people were slowly but surely getting back their jobs. As early as 2013, the fight against the fiscal cliff was almost concluded and every other macroeconomic element looked to be back in their right shape. Since the end of the credit crunch, the US has enjoyed years of uninterrupted economic gains. Unemployment has significantly reduced, as well as the inflation rate. However, much as things have been improving, economists argue that the pace is a bit slower than the one that was witnessed in the wake of World War II. Statistically speaking, the US economic growth rate has averaged about 2.25% since it started bouncing back from the effects of the 2008/9 credit crunch. In 2014, the growth rate was thought to have gone below 1%, and unemployment hasn’t reduced to desired levels (Recession and Recovery, 2014). The dragging growth rather is mainly attributed to the budget problems. The fiscal cliff did not do enough to reduce the budget deficit which was almost $0.98 trillion in 2014. In the years preceding the global financial crisis, the United States economy was growing at a rate of about 3.25% and the budget deficit was as low as $0.5 trillion. As it stands currently, the budget deficit needs to be cut by about $0.3 trillion for the economy to be said to be recovering at a good pace. Unemployment: For four years since 2009, the unemployment statistics in the US had been coming down at a slow but a steady pace. For instance, by the start of 2014, about 160 jobs opportunities had been created and the unemployment rate stood at 7.7%. Taxes: The fiscal cliff debates were mostly about raising taxes for the rich, but it emerges that most of the middle-class Americans part with an additional $600-1200 annually. This is mainly attributable to the expiration of the payroll

Term paper_INB 5807 - Foundations of Global Business Article

Term paper_INB 5807 - Foundations of Global Business - Article Example This paper seeks to evaluate institutional environments of Turkey as a developing nation, and those of Germany as a developed country, and critically analyze how these environments impact stability and development of these countries. Political Environment Germany is a federal republican economy with republican form of government where there is division of powers between the federal government and the government of individual subdivisions. Turkey on the other hand has the parliamentary system of democratic governance where the executive derives its democratic legitimacy and is held accountable to the parliament/ legislature and legitimacy regarded on the will of the citizens. These kind of political institutions have the executive arms of the government as ceremonial with much accountability based on the legitimacy of the legislature with which activities of the government are shared with majority in the legislature. ... ls of governments with regular checks on the legitimacy of the executive by other branches of the government which helps to promote accountability and transparency (Weatherly & Otter, 2011). Stability in both countries can be traced on their legal systems and the provisions of representations in that for instance, Germany practices civil law system with many fundamental matters of administrative law being left in the hands of the states with the penal system aimed towards rehabilitation of the criminal and protection of the general public. Stability on the other hand can be traced in Turkey’s universal suffrage form of election and representation and continued efforts by government and international organizations to enhance observance of human rights which promotes development in the long run. Economic Environment Germany has a social market economy; capitalism combined with social policies that favor union bargaining and social insurance, coordinated by highly skilled labor f orce and levels of innovations, and higher capital stock and strict levels of management. Turkey on the other hand has a private and a more market based economic system where investment, production and distribution decision are broadly defined by market forces of demand and supply; with prices determined by these market forces. Unlike in social market economy where Rhine capitalism; where finance is more dominated by banks instead of stock exchanges, market model primarily depend on the willingness of the parties to transact. The social and economic/ financial institutions in a Rhine model enhance a well-adjusted balance of power between shareholders and managers, partnerships between employers and unions, regulated markets and shred relationships between banks and companies, and shared values

Arab Societies Essay Example | Topics and Well Written Essays - 500 words - 1

Arab Societies - Essay Example l-Ziyy Al-Islami or Islamic dress is something that distinguishes them from others because such dress should reflect the cornerstones of the Islamic belief system of privacy, humility, piety and moderation. Such simplicity of dress reminds them that luxury and leisure await them in the next world. Thus, embellishment of one’s dress or body is not seen positively unlike in other cultures. The qur’an, it says that the Prophet Muhammad admonished men’s clothing should be modest especially during worship and women’s clothing, not attracting any attention and men’s lustful desire to themselves. The Qur’an gives specific rules as to socio-moral behaviour of Islamic believers. It tells men and women to â€Å"lower their gaze and cover their genitals† when they interact so that any sexual tension will not build up. Islam accepts sexuality as normal for humans but it restricts it to matrimony. Outside marriage, behaviour between men and women in interaction should be desexualized. There should be control and regulation body and interactive space and all interactions should be in public. The Islamic dress is one kind of desexualizing control. In more contemporary times, the Islamic dress code for men and women were full-length opaque and austere-colored gallabiyyas which are loose-fitting clothes that conceal the body. In addition, men wore trousers and sandals and grew beards and women wore al-khimars, headcovers which cover the hair and extends low to the forehead, goes under the chin to conceal the neck and falls down over the chest and back. In some Arabic societies, wearing of such traditional garb has become quite controversial. The government has discouraged the wearing of such clothes in an effort to westernize their culture. However, some Islamic revolutionists want to keep the tradition going and insist on wearing it. It came to a point where the wearing of â€Å"the veil† which represents Islamic dress was seen to be a rebellious action. It

Scientific experiment Assignment Example | Topics and Well Written Essays - 1750 words - 1

Scientific experiment - Assignment Example This was aslo in conjuction with the rapid at which the carbon dioxide was being released. The results of this experiment showed that with increase in oxygen concentration, there is rapid increase in the heat energy relesed and also the amount of carbon dioxide released. The test for carbon dioxide was lime water which turned white on the passage of carbon dioxide. The amount of energy released could be told by the temperature on the bottle( caroline,28) To both the plants and animals energy is the most fundamental driving factor. Almost all processes in the bodies of the organisms are initiated and run by energy. These processes ranges from reproduction, locomotion, fertilization, growth and development. This calls on scients like me and others in general to clearly show the factors which contributes to the respiration in organisms. It is of essence to note that the experiment went further to give details on the essential elements required in the respiration in which it was found out that oxygen is essential for aerobic respiration, again glucose or some subtrates like starch must be present for respiration to take place. Carbon dioxide was released this was to confirm that it is of less essence for animals though in plants its used fro the process of photosynthesis . Some environmental factors such as high temperatures and humidity affects the rate of respiration. In a very cold environment there is less activities experienced by the endotherms this result in utilization of less heat. When the requirement of heat energy is less in the body there is high likelihood of respiration process going slowly. Different food substrates effects differently on the process of respiration. For instance the starch is very rich in energy therefor when used it result in higher energy production. Respiration takes place in two stages in most